Students are not expecting to know how to read the story problems themselves. Students are expected to use their listening skills to hear key words in order to know if they must add or subtract.

This unit will carry us through until the middle of May.

Please continue to work with your child at home on fact fluency, adding and subtracting numbers within 5

Students are not expecting to know how to read the story problems themselves. Students are expected to use their listening skills to hear key words in order to know if they must add or subtract.

This unit will carry us through until the middle of May.

Please continue to work with your child at home on fact fluency, adding and subtracting numbers within 5

This unit will carry us through until the middle of May.

Please continue to work with your child at home on fact fluency, adding and subtracting numbers within 5 without using their fingers! ]]>

- How to represent addition and subtraction with objects, fingers, equations, and mental math
- Solve addition and subtraction
problems to add and subtract within 10 (using objects or pictures to show). In Kindergarten, all of the problems are still read out loud, students are not expected to be able to read a word problem independently until 2nd grade.**word** - Decompose numbers less than or equal to 10 into pairs in more than 1 way. For example, separate 5 into 2 groups in more than one way (1+4 or 2+3 or 0+5).
- For numbers 1 to 9, find the number that makes 10 when added together, using objects, pictures, or equations (6 and 4 more makes 10, 5 and 5 makes 10, 7 and 3 more makes 10).
- Fluently add and subtract within 5- students may
use fingers, objects, or pictures. This should be purely mental math.**NOT**

- describe objects using measurement (heavy, long, short, light, colors, shapes)
- compare 2 objects' measurements. For example: which child is taller? Which item weighs more? Which bin holds more?
- Sort objects into groups, count the number of objects in each group, and order the groups by how many there are. Sort objects in a second way.

This unit has a lot of vocabulary! Students will need to understand the words: length, weight, height, size and capacity. At home, you can talk about the measurements of objects and comparing objects as they can be measured. For example: which stuffed animal is bigger? Can we build a tower that is taller than ____? What is something that weighs more than your toy?

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Our next math unit covers:

- Naming 2D shapes (circle, rectangle, square, triangle, and hexagon)
- Naming 3D shapes (cube, cone, sphere, cylinder)
- Describing objects in the environment as shapes (the roof is a triangle, the dice is like a cube, etc.).
- Describing the positions of objects using terms like:
*above, below, beside, in front of, behind, next to.* - Describing 2D shapes as "flat" and 3D shapes as "solid"
- Comparing 2D and 3D shapes
- Noticing the vertices or corners on a cube and the faces or flat surfaces on the cube
- Modeling shapes by building them from popsicle sticks, playdoh, pipe cleaners, or drawings
- Composing shapes by using smaller shapes i.e. join two triangles to make a rectangle

- practice touch counting making sure the number matches the given amount
- continue counting to 100 by 1's and 10's
- compare numbers that are greater than or less than each other

- Right now we are focusing on counting and writing numbers from 0 to 20.
- By the end of this unit students should be able to count to 100 by 1's and count to 100 by 10's!
- Students will be learning to count up starting at a random number, not 1.
- We will be practicing touch counting, making sure that our number matches the given amount.
- Students will also be working on sorting objects by color, size, number, shape, etc. and counting the amount in each group.
- Please help your child by practicing these things at home. You can use cereal, candy, toys, or any other small objects that you may have.
- These math skills will be continued through September!